留学生汉语语篇词汇衔接偏误分析及教学建议

发布时间：2018-05-05 09:00

本文选题：汉语语篇 + 词汇衔接　；参考：《福建师范大学》2012年硕士论文

【摘要】：在词汇衔接理论的指导下,运用偏误分析的方法,对留学生汉语语篇中的词汇衔接现象进行考察。考察110份不分国别、不分年级的留学生试卷,重点探讨13类常用的词汇衔接手段：原词重复、近义词、第三人称代词、概括词、上下义词、反身代词、“相似词语”、反义关系词、语篇制约、部分—整体关系词、逻辑语义、集合关系词、动作—施／受事。留学生利用各类衔接手段生成语篇所产生的偏误数量及次类不一,分布呈现不平衡性。这种现象产生的原因有二：主观上受学习者学习策略的影响,客观上,大纲、教材不同程度地忽略留学生的偏误实际情况,教师的语篇教学意识薄弱、理论研究不足。建议学习者改进学习和交际策略,编写者从偏误实际出发编写大纲和教材,教师在教学实践中增强语篇意识、加强理论研究、多种课型相互配合,帮助学习者克服语篇中的词汇衔接偏误。
[Abstract]:Under the guidance of lexical cohesion theory, the phenomenon of lexical cohesion in Chinese discourse of foreign students is investigated by using the method of error analysis. In this paper, 110 foreign students, regardless of country and grade, were examined, and 13 kinds of common lexical cohesive devices were discussed, such as repetition of original words, synonyms, third person pronouns, generalizations, upper and lower meanings, reflexive pronouns, and "similar words". Antisense relational words, textual constraints, part-whole relational words, logical semantics, set relational words, action-giving / accepting words. The number and subcategory of errors in idioms produced by foreign students using various cohesive devices are different and the distribution is uneven. There are two reasons for this phenomenon: subjectively influenced by learners' learning strategies, objectively, the syllabus and textbooks ignore the actual situation of foreign students in different degrees, the teachers' awareness of text teaching is weak, and the theoretical research is insufficient. It is suggested that learners should improve their learning and communication strategies, that the compilers should compile syllabuses and textbooks from the perspective of bias, that teachers should enhance their textual awareness, strengthen their theoretical research, and cooperate with each other in a variety of classes. To help learners overcome lexical cohesion errors in discourse.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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